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# LESSON PLAN # 10 (Day 12)

## Meaning Goals (Essential Question(s)/Enduring Understanding(s)):

How can I use fractions in everyday life?
How do I solve a problem without whole numbers?

Knowledge Goals:
Shapes can be partitioned into equal areas to represent halves, thirds,
fourths, sixths, and eighths
The denominator represents the total number of equal parts and the
numerator is the number of parts indicated out of the total.
Several strategies to represent fractions
That if the numerator and the denominator are the same the fraction is a
whole number.

Skill Goals:
Representing a fraction on a number line, strip diagram, or other area
models.
Comparing fractions with like numerators or denominators.
Partitioning shapes into equal parts per the denominator of the fraction.
Partitioning fractions into equal parts on a number line.
Using signs such as <,>,= to compare fractions.
Justifying why a fraction is equivalent, greater than or less than another
fraction.
Generating simple equivalent fractions.

## Key Academic Vocabulary for this Lesson

Be sure to indicate [name of vocabulary learning activity] in your script
-Equivalent
-Numerator
-Denominator
-greater than, less than, equal to

Lesson Model:
Instructional Strategies:
Direct Instruction1 : ___________________________
__________________________
Facilitative Teaching2 : ___________________________
__________________________

## 1 lecture, advance organizers, graphic organizers, questioning,

demonstration/modeling, process guides, guided practice,
feedback/corrections, differentiation
Coaching3 : ___________________________

LESSON PLAN - Script each of the three major sections of your Lesson Plan

## Into the Learning Time Allocation__15 mins__

Spark motivation and interest by using a hook and/or activating students prior knowledge

Take out your slates and dry erase markers. You should all have a fraction on a
notecard on your desk. We are going to make a human number line and each of you
will be a fraction on that number line. Display the fraction and then display it
visually in 2 different ways. (show on board example, give a couple minutes) If
you are not sure how to do that take a look at the anchor chart for some
inspiration.

## Through the Learning Time Allocation __45 mins__

One or more activities that cognitively challenge and engage students participation to acquire knowledge
and skills, make meaning, and practice transfer

## (premade number lines on floor)

Now take your slates and come into the hallways. There are premade number lines
on the ground, all of my eighths come forward and try to find your spot on the
number line. All my sixths(continue through ).

Can 2/3 and 4/6 raise your boards. What do you notice about these 2 fractions on
the number line? I could take this yard stick and hold it straight up from 2/3 and it
will come down perfectly on 4/6. So these points on the number line are in line with
each other. What does this tell me about these two fractions? They are equivalent,

## 2 Diagnostic assessment, using analogies, graphic organizers, questioning

and probing, concept attainment, inquiry-oriented approaches, problem-
based learning, Socratic seminar, reciprocal teaching, formative
assessment, understanding notebook, feedback/corrections, rethinking and
reflection prompts, differentiated instruction
3 Ongoing assessment, providing specific feedback in the context of
authentic application, conferencing, prompting self-assessment and
reflection
they are the same part of a whole but they are split into different equal pieces.

2/8 and 1/5 raise your boards. What do you notice about these fractions? Are they
lined up? So what could you say about these fractions? I could make a line and I
know that 2/8 is closer to the whole than 1/5 so 2/8 is greater than 1/5.

## (continue comparing several more fractions, encourage language of greater than,

less than, equivalent)

(come back into classroom) Now we will transition into our math stations.
Technology is Tony Pizza fraction game, and hands on is Task Cards if you have not
finished them already, and Fraction bump.

## Guided Math: Continuing review packet from the previous day.

What strategy did you use to solve this?
Did anybody else use a different strategy?
How did you find your answer?
What do you notice is similar?

## Beyond the Learning Time Allocation ___1 min__

Lesson closure and lead-in to next lesson: students summarize, articulate, analyze, extend their learning,
set goals and next steps

After making a human number line and the review we did today are you feeling
more confident with fractions? With your thumbs show me how confident you feel
with fractions. Two thumbs up, one thumb up, a side ways thumb, or thumbs down.
Do you feel more confident than you did yesterday? Tomorrow we will review again
but I AM confident that you all know your stuff and we will clear up any troubles
tomorrow.

Reminder:
What Formative Assessment will give you information on each of your students learning of the lessons learning
outcome(s)?
Be sure to integrate formative assessment into one of the above major sections of your Lesson Plan.
Attach sample (and grading rubric if applicable)

The review packet is the main source of formative assessment because it covers all
of the standards within it. I will look for a change in the number of students feeling
confident in fractions more so than the number of people with there thumbs up. I
want students to feel confident before going into the test.

DIFFERENTIATION FRAMEWORK
How will you adapt or differentiate your lesson to meet diverse students needs?
Language Support for ELLs
Using the SIOP Model of Sheltered Immersion, list 1) the General Category of Key Components of Teaching
Language and Content Effectively and 2) the Specific Instructional Strategy/Strategies used in this lesson. Be sure
to add these labels in bold in your lesson plan.

## Todays lesson was visual and kinesthetic. It also incorporated collaborative

discussion to discuss why a fraction was greater than, less than, or equal to
another fraction. With being a part of the number line the students used their prior
knowledge from the weeks before and used to it problem solve and make
judgements.

## Culturally Responsive Teaching Model

Using the Culturally Responsive Teaching Model4, list here which aspect(s) of CRT are applied in this lesson with a
specific description of how it is enacted in this lesson. Be sure to add these labels in bold in your lesson plan.

Establish inclusion through cooperative groups, peer teaching and treating all students equitably. This is present
with various opportunities for turn and talk and collaborative discussions in stations and small group. Students had
to talk to each other and discuss which position they belonged in.

Develop postive attitudes with an informative assessment through music and experiential learning based off the
interests of the students. Making a human number line used experiential learning, and problem solving to make
choices based on the knowledge they have gained this unit.

Enhance meaning through experiences with decision making and physical experiential inquiry.

## Exceptional Learning Needs

Using the Tomlinson Framework of Differentiation, list 1) the General Approach (Content, Process, Product,
Affect/Environment, and 2) the Specific Strategy related to that General Approach. Be sure to add these labels in
bold in your lesson plan

Affect/Environment: Students with IEP leave for instruction within the special
education classroom

Product: Student only shows fraction in 1 other way rather than 2. Student can
display fraction using manipulatives rather than drawing.

CLASSROOM MANAGEMENT
How will you foster a positive learning environment that will enhance all students learning and growth?
Seating/ Classroom Arrangement (only if special arrangement is needed for this lesson)

4 1) cultural competence - knowledge of individual and group identities that are manifested in
diverse ways of knowing, speaking, being, understanding, and learning, 2) content integration
into the curriculum - use of culturally specific curricular approaches: Contributions, Additive,
Transformation, and Social Action, 3) equity pedagogy - use of a variety of teaching approaches
that are consistent with the diverse range of knowing, speaking, being, understanding, and
learning, 4) empowering classroom culture - awareness of how school may be replicating
societal inequities and responses that empower students
Special Rules/ Procedures (only if special rules/procedures required for this lesson)

## Materials Needed for this Lesson:

-masking tape
-yard stick
-slates
-expo
-Fraction Review Packet
-Equivalent Fractions Worksheet
-Chromebooks
-Fraction task cards and bump